Abstract:

Self-efficacy belief is considered to be an important concept about learning in teacher education as well as in every phase of one’s life. Therefore numerous self-efficacy studies have been conducted in the field of teacher education. As few studies have investigated the longitudinal change in the self-efficacy beliefs of pre-service teachers, such studies are needed in the field. This study, therefore, aims to look into how the self-efficacy beliefs of pre-service teachers of Turkish language change over four-year education. The Teacher Self-Efficacy Scale and a semi-structured interview were used as quantitative and qualitative data collection tools. The study was completed with 91 pre-service teachers. The quantitative measurements before and after the four-year program at a Turkish public university revealed that total and sub-dimensional self-efficacy scores of the participants increased significantly. In addition, findings from the qualitative data supported the quantitative findings. These findings seem to be in line with previous findings in the literature

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